Literaturnachweis - Detailanzeige
| Autor/inn/en | Unruh, Deanne; Gomez, Doug; Slocumb, Jody; McCart, Melissa; Davies, Susan; Haarbauer-Krupa, Juliet; Glang, Ann |
|---|---|
| Titel | Stakeholder Perspectives on the School Experiences of Students with Traumatic Brain Injury: The Effects of COVID-19 Pandemic on Service Delivery |
| Quelle | In: Journal of School Health, 93 (2023) 5, S.378-385 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Unruh, Deanne) ORCID (Davies, Susan) ORCID (Haarbauer-Krupa, Juliet) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4391 |
| DOI | 10.1111/josh.13280 |
| Schlagwörter | Brain; Injuries; Symptoms (Individual Disorders); COVID-19; Pandemics; Mental Health; Barriers; Teacher Attitudes; Parent Attitudes; Student Attitudes; School Personnel; Health Personnel; Educational Experience; Incidence; Information Technology; Mental Disorders; Academic Accommodations (Disabilities); School Policy; Faculty Development; Identification |
| Abstract | Background: For students with traumatic brain injury (TBI), the COVID-19 pandemic exacerbated challenges they were already experiencing at school. Methods: This qualitative study employed focus groups and interviews with students, parents, school, and medical personnel to explore the school experiences of students with TBI. Thematic qualitative analyses were used. Results: Key themes from the analysis include (a) incidence of brain injuries decreased; (b) screen time for students with TBI exacerbated symptoms; (c) COVID protocols at school made it difficult for educators to identify and provide accommodations for students with TBI; (d) COVID protocols at school could inadvertently exacerbate mental health difficulties after a TBI; and (e) COVID-related logistics increased the time between an injury and return to school or return to play. Implications for School Health Policy, Practice, and Equity: The results from this study suggest that professional development for teachers supporting students with TBI is needed, especially for online learning environments. Additionally, because mental/behavioral health concerns may arise for students with TBI in online learning environments, school health care providers can work with families to assess a student's mental health, making referrals to appropriate supports. Conclusions: There is a significant need for professional development and school-wide infrastructure supportive of students with TBI. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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